Training Needs Assessment and Analysis

TRAINING NEEDS ASSESSMENT (TNA)
AND
TRAINING NEEDS ANALYSIS (TNT)

Manswr Ali Alasmri

Dr. Azman

Multimedia university

Multimedia University of

IIII

Of Malaysia

Malaysia

60173021214
asmmry@gmail.com

ABSTRACT

The study was an attempt to investigate and

increased capacity to adopt new technologies
and methods.
increased innovation in strategies and
products.
reduced employee turnover.

analysis of training needs assessment and its
importance in needs assessment provides the
information

that

is

usually

necessary

for

designing training programs.

1. Keywords: training needs assessment,

The research searches for to evaluate existing

Training Need Analysis, TNA.

literature reviews of training needs assessment
and recommends several suggestions for the
importance of it’s so that to meet the employees’
and organisational .and how can analysis
McNamara (n.d.) lists the following as general
benefits from employee training:
increased job satisfaction and morale
increased motivation.
increased efficiencies in processes, resulting
in financial gain.

2. Introduction
The aim of this article is to systematically review
Training Needs Assessment. Training needs
assessment is traditionally regarded as a
diagnostic process that occurs before training
(Tahmina, 2012). Griffin (2003) supports training
usually in human resources management
perspective refers to teaching operational and
technical employees as to how to do the job for

which they were hired. Furthermore, Mathis

information about 1) optimal performance or

&Jackson (2004) state ‘training as a procedure

knowledge; 2) actual or current performance

whereby people obtain capabilities to assist in the

or knowledge; 3) feelings of trainees and

accomplishment of organizational objectives’.

other significant people; 4) causes of the

Besides, McGehee and Thayer (1999) support

problems

training as, “the formal procedures accompany

5) Solutions to the problem.

uses to facilitate employees’ learning so that their
resultant behaviour contributes to attainment of

3. The Importance of training needs

the company’s goals and objectives”

assessment

What Is a Training Needs Assessment?

Training is big business. In 1998, American
companies spent $60 billion on training (Rosner,
1999). Tahmina said (2012) the purpose of
training need assessment is to add value to an
organization. . Hence, evaluation measures the
progress in achieving this goal by purposefully
improving training programs and measuring their
worth. The evaluation model and the training
program are established by the needs assessment
of training. (Schneier et al, 1998; Goldstein,
2001; Armstrong, 2010) suggested that effective
TNA practices can enhance the competitiveness
of the workforce. A thorough needs assessment
leads to effective and efficient training, which
increases the likelihood that evaluation will
demonstrate successful value added outcomes
(Armstrong, 2007).through TNA can identify the
knowledge and skills that people must possess in
order to perform effectively on the job and close
the gap. This gap is what is between what is
currently in place and what is needed. Finally, the
feedback analysis of employees training would be
compared with need assessment analysis and its
importance basis. Moreover, the effective cost benefit analysis from this training program would
put across the organization more accountable. As
a result it would convey a long- term positive
outcomes for the improvement of training
program (Tahmina, 2012).

Cekada (2012) a training needs assessment is
used to determine whether training is the
right solution to a workplace problem. It is
an “ongoing process of gathering data to
determine what training needs exist so that
training can be developed to help the
organization

accomplish

its

objectives”

(Brown, 2002, p. 569). Said more simply, it
is the “process of collecting information
about an expressed or implied organizational
need that could be met by conducting
training”
(Barbazette, 2006, p. 5).
Essentially, information is collected and
analysed so a training plan can be created.
The assessment determines the need for
training, identifies what training is needed,
and examines the type and scope of
resources needed to support a training
program (Sorenson, 2002, p. 32). According
to Rossett (1987,p. 15), a company conducts
a

training

needs

assessment

to

seek

How is a training needs assessment
performed?

Dr. Firdousi (2011) there are several techniques
that can be utilized individually or in
combination with each other in order to assess
the training needs:
A. Conducting meetings with management
Since most supervisors are involved with the
planning of projects and the future strategic
plans, they know what will be needed to fulfil
the vision of the organization. They should be
able to communicate where their employee’s
current abilities lie and what more is needed to
get them to the next level for new goals to
fulfil their target and meet deadlines.
B. Conducting meeting with employees
Employees should be encouraged to discuss
the difficulties they may be facing during their
daily routine and what type of training would
make their job easier and more efficient.
Emphasis should be given to keep them
focused on what they need rather than what
they want.
C. Conducting formal and informal surveys
with employees.
Conducting surveys could beneficial because
many people can be questioned in a short span
of time. Moreover they also provide the
employees
with
the
opportunity
to
acknowledge their needs on paper which they
may be too embarrassed to admit needing in a
face-to-face meeting. Most frequently
Employee Opinion Surveys and 360 degree
Peer Review Surveys are conducted to provide
to most valid and useful information regarding
the training needs of employees.
D. Conducting focus groups discussions with
selected groups.
Focus groups discussions may be conducted to
facilitate group interaction, these kind of
discussion allows the assessors to discover
details regarding their target audience.
Brainstorming is encouraged allowing for an
exchange of new ideas and a revelation of
what training may be needed could be very
helpful to pen down the learning outcomes of
the training programs.
E. Evaluate company Strategies and
Objectives

A brief review of the organizations past and
where they are heading for in the future may
reveal valuable information for training. A
comparative analysis should be made of what
employees are currently doing and what will
be expected of them as the company continues
to grow and expand. Comparative work output
charts will be helpful to determine the level of
improvement in the employee from time to
time.
Organizations in the service sector need to
conduct training needs analysis to start
program on the right track.
This process can help the organization to:
- Identify learner needs, to produce
customized training programs in order to
boosts performance levels.
- Identify any organizational issues that might
create an impact on training, so as to strategize
methods to overcome obstacles if any.
- Identify learner behaviours that need to be
modified, so that they can be effectively
addressed during training.
- Determine the direct performance path, so
that time and money is not wasted and “overtraining” is not conducted for unnecessary
tasks.
- Determine the appropriate resources for your
training programs well in advance.
- Establish best practices and standards for all
future training programs for better results.
4. TNA Tools
Performing a Training Needs Assessment will
help you develop an overall plan and training
programs to meet specific trainee needs.

4.1 Observation
Observation of work activities and worker
behaviours is a method of training needs analysis
which

can

be

used

independently

or

in

combination with other methods of training need

analysis. These methods differ in terms of what is
observed, who does the observing, and how it is
observed and why. Usually, the observation is
direct

4.2 Surveys
This method was used to understand the duties
performed by the subject on actual.
4.3. Interviews
Rick (2013) this method was used to explore
the subject (interviewee). A questionnaire was
designed by the team of professional
psychologists who has undertaken the study
for the interviewers. As the Interview Schedule
method suggests, every statement was
followed by other relevant questions. During
the sample survey, the focus was on collecting
the information related to their performed
duty. All the responses received from the
subjects were qualitative data and analyzed
accordingly.
5. Training Needs Analysis
Despite a general acknowledgement of the
importance of thorough needs analysis, a lot of
training programmes are based on personal wants
rather than identified needs (Anderson, 1994).
Most treatments of training design and
implementation refer to three interdependent
phases- needs analysis, delivery and evaluation.
Needs analysis is the most crucial time for
establishing links between training and results
(Taylor, 2006). TNA includes the establishment
of training objectives, and influences how
training will be developed, delivered and
evaluated (Goldstein, 1993). Because initial
decisions are made concerning what training will
be provided in organisations. Taylor (2006)
Determining training needs at various levels of
analysis, including:
Individual level: through discussions between
individuals and managers.

Group/organizational level, in which the
analysis is focused on a particular job or
family of jobs across a work group or
organization.
Inter-organizational
level,
in
which
generalizable training needs for a particular
job/job family are linked to results shared by
many organizations, eg customer service
training for customer contact employees.
The same inferential links need to be
established to identify training which will
influence results, regardless of the level of
analysis.
If you do not already have a strategic planning
process in place, it is recommended that you
carry out one using a tool such as a SWOT
analysis.
Strengths
How can you capture the good practice and
expertise that already exists?
How can you build on the strengths, skills and
knowledge already in the organisation?
Weaknesses
What skills, knowledge or behaviours could help
address the identified weaknesses?
Threats
What skills, knowledge or behaviours could help
your organisation manage and overcome the
identified threats?
Opportunities
What skills, knowledge or behaviours that could
help your organisation make the most of the
available opportunities?
6. Conclusion

Training Needs (TN) should be determined
through proper training needs analysis methods
to produce the best results and to achieve the
learning outcomes of the training program. From
this question:
What you have and what you need?
WYH&WYN? You will identify learner needs.

REFERANCE
1- Importance of Training Needs
Assessment in the Banking Sector of
Bangladesh: A Case Study on National Bank
Limited (NBL)
2- Griffin, R. W. (2003). Management (5th
ed.). New York: Houghton Mifflin
Company.
3-Geoff Anderson Journal of European
Industrial Training, Vol. 18 No. 3, 1994, pp. 2328
4-Goldstein, I. L. 1993. Training In
Organisations: Needs
5-Assessment, Development and
Evaluation
(3rd ed), Monterey, CA: Brooks/Cole.
6-Tracey L. Cekad(2012) Training Needs
Assessment PROFESSIONAL SAFETY
MARCH 2010 www.asse.org
7-McNamara, C. (n.d.) Employee Training
and Development: Reasons and
Benefits. Retrieved April 2001 from web site:
http://www.mapnp.org/library/trng_dev/basic
s/reasons.htm
8- irdousi, Farzana. International Journal of
Business & Social Science. 2011, Vol. 2
Issue 17, p113-116. 4p.

A new integrated framework for training needs analysis

CONCLUSIONS
The internal validity of the present framework is ultimately judged by the emergent pattern
of empirical and rational support for the various inferential links between the various components. For example, validation of link 5 would result from systematic examination of how
various training curricula and media enhance knowledge and skill acquisition. Link 6 may
then be thought of as a class of variables which moderate training `effectiveness’. Experimental manipulation of training variables, combined with empirical evaluation of knowledge/skill acquisition and measurement of non-training moderators, would help establish
the validity of links 5 and 6. Similarly, links 1, 2, 3 and 4 need to be examined empirically.
Ultimately, structural equation models of various combinations of training and non-training
in¯ uences on organisational functioning can help test the validity of all links simultaneously.
The external validity of the framework can be assessed by comparative research pitting
traditional training needs analysis against that conducted by professionals whose analysis
conforms to the structure presented here. Careful cost accounting of the two methods, as
well as evaluation of the speci® c nature of training recommendations, could shed light on
the validity and utility of the framework. This validation effort could also be modelled after
the work by Levine et al (1983), who compared several job analysis systems against several
practical criteria to determine their relative merits. This type of research could also be
focused on whether groups versus individuals make better needs analysis decisions. It is
interesting to hypothesise that better analyses of links 1 to 6 might result from a panel of
subject matter experts drawn from the multiple constituencies (Tsui and Milkovich, 1987) in
any given organisation, compared to a single training professional.
Links 2, 4 and 6 represent the areas in greatest need of research. One immediate need is
the development of taxonomies of `external’ influences on organisational results, job
behaviour and knowledge/skill components of the framework. This will require some
integrative work to meld the micro conceptions of individual performance determinants
with macro conceptions of situational factors affecting organisational results.
We have outlined a model for training decisions which incorporates salient features of the
two most prominent extant approaches to training needs analysis, and which extends these
approaches by integrating training decisions with organisationally valued outcomes or
results. The framework described here builds a bridge between theory and practice in
training needs analysis, by:
l specifying all the inferential links which need to be established in the needs analysis

phase of training in order to identify training opportunities likely to enhance
organisationally-valued results; and
l clarifying how different TNA strategies, types of training objectives and evaluation

designs are required for task and results-focused training.
Finding training opportunities to improve organisationally valued results requires the con® rmation of multiple inferences and data gathering beyond simple needs analysis surveys,
critical incidents etc, which are commonly used in training practice. Ultimately, talk of the
bottom line impact of training on organisational functioning and performance is little more
than lip-service, unless training is linked with results at each stage in the training process.
Acknowledgement
We would like to thank Jim Eubanks, Bernard Guerin, Janice Paterson, Jon Pierce, Bernd
Rorhmann, Hazel Taylor and the anonymous HRMJ reviewers for helpful comments on
earlier drafts of this article.
46

HUMAN RESOURCE MANAGEMENT JOURNAL ± VOL 8 NO 2

Paul J. Taylor and Michael P. O’Driscoll, University of Waikato and John F. Binning, Illinois State University

Notes
1 Some training scholars have included abilities (eg Goldstein, 1993) or attitudes (eg Kraiger
et al, 1993) along with knowledge and skill as learning outcomes of training. We have
chosen not to include abilities in the present model because they are generally viewed as
unchangeable and thus more appropriate for personnel selection than training. Attitude
change might be considered a legitimate learning level outcome of training. However, it is
debatable whether attitude change is a necessary, or even a facilitative, antecedent for
behaviour change, and so we have also omitted it from this model.
2 Given that the context of this article is training and not selection, we focus here
exclusively on work environ men t variables which contribute to an individ ual’ s
motivation, and not inherent individual differences in motivation.
3 As originally presented (Flanagan, 1954), the critical incident method focused respondents
on a particular result ± near misses among aircraft pilots ± when eliciting relevant
behaviour, but many applications since have failed to focus on pre-determined results.
Instead, they have simply asked for examples of effective and ineffective performance.
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50


Safety Training
Safety Training

Training Needs
Assessment
Understanding what employees need to know
By Tracey L. Cekada

A

AN EMPLOYEE TRIPS over an open file cabinet
drawer. Another has a near-hit when standing
beneath an overhead hoist. The typical solution to
such incidents? Training, training and more training.
But is this really necessary? While workers without occupational safety and health training are likely
at a greater risk for workplace injury and illness, it is
the adequacy of this training that is critical (Cohen &
Colligan, 1998, p. 22). Sometimes, too much training
can reduce its effectiveness and decrease its credibility. The difference between effective and ineffective
training may be death, injury, pain, suffering and lost
profits (Whiles, 1999, p. 10).
The resources spent on training are astonishing.
An estimated $50 billion is spent annually on formal
training, with an additional $90 to $120 billion on
less-structured, informal training (Broad & Newstrom, 1992, p. 5). “According to a 1999 survey by
Training magazine, 77% of respondents offer safety
training to employees, leading it to rank seventh
among 30 programs offered” (Machles, 2002, p. 32).
Each year, corporate America provides nearly 2 billion training hours to 60 million employees (Diether
& Loos, 2000, p. 28).
How much training content do employees retain
1 month, 6 months or 1 year after the training has been
conducted? Estimates suggest that only 10% to 15% of
training content is retained after 1 year (Broad &
Newstrom, 1992, p. 7). This problem is
Tracey L. Cekada, D.Sc., CSP, CHSP, compounded when management beis an assistant professor of safety lieves that required regulatory training
sciences at Indiana University of needs are met simply by completing and
Pennsylvania. She holds a B.S in documenting the training, and pays no
Occupational Health and Safety from attention to training effectiveness.
Often, training is espoused as the
Slippery Rock University, an M.S. in
Environmental Science and Policy answer to all safety-related problems in
from The Johns Hopkins University, the workplace. As a result, real proband a D.Sc. in Information Systems lems may not be resolved. Additionally,
and Communications from Robert overtraining can lead to frustration and
Morris University. Cekada is a damage the credibility of management
professional member of ASSE’s and the training program (Blair & Seo,
Western Pennsylvania Chapter. 2007, p. 42). The transformation from

28

PROFESSIONAL SAFETY MARCH 2010 www.asse.org

implementing required training to today’s newer
model that focuses on performance-based training
will only heighten the need to ensure that training is
both the correct solution and effective (Holton, Bates
& Naquin, 2000, p. 250).
What Is a Training Needs Assessment?
A training needs assessment is used to determine
whether training is the right solution to a workplace
problem. It is an “ongoing process of gathering data
to determine what training needs exist so that training can be developed to help the organization
accomplish its objectives” (Brown, 2002, p. 569). Said
more simply, it is the “process of collecting information about an expressed or implied organizational
need that could be met by conducting training”
(Barbazette, 2006, p. 5).
Essentially, information is collected and analyzed
so a training plan can be created. The assessment
determines the need for training, identifies what
training is needed, and examines the type and scope
of resources needed to support a training program
(Sorenson, 2002, p. 32). According to Rossett (1987,
p. 15), a company conducts a training needs assessment to seek information about 1) optimal performance or knowledge; 2) actual or current performance
or knowledge; 3) feelings of trainees and other significant people; 4) causes of the problems; and
5) solutions to the problem.
Why Conduct a Training Needs Assessment?
A training needs analysis often reveals the need
for well-targeted training (McArdle, 1998, p. 4). By
conducting an effective assessment, a company verifies that training is the appropriate solution to a performance deficiency. Training cannot solve problems
caused by poor system design, insufficient resources
or understaffing (Sorenson, 2002, p. 32). In some
cases, increasing an employee’s knowledge and
skills may not resolve the problem or deficiency, so
training would waste valuable resources and time.
A training needs assessment can help determine

current performance or knowledge levels related to a specific
activity, as well as the optimal
performance or knowledge
level needed. For example,
suppose slips, trips and falls
are up 25% in the production
line area. This could signal a
developing problem. By conducting a needs assessments, the company can
gather information regarding
the competence of workers or
the task itself; such information
helps identify causes of problems
(Rossett, 1987, p. 15).
Those who conduct the assessment must have a
clear understanding of the problem and must consider all solutions, not just training, before they present their findings to management and determine the
best solution. “When properly done, a needs analysis is a wise investment for the organization. It saves
time, money and effort by working on the right
problems” (McArdle, 1998, p. 4). Failure to conduct
a training needs assessment or conducting one ineffectively can lead to costly mistakes. For example,
suppose a company relies on training to fix a problem when another solution may have been more
effective or uses training to solve a problem without
addressing the skills needed to perform a task.
Background Information
on Training Needs Assessment
Although the scholarly literature on training
needs assessments is limited, several case studies
describe how specific organizations or industries
have conducted such assessments. Moseley and
Heaney (1994) examine reports of assessments conducted across several different disciplines and identify a wide variety of models and techniques that
work for each discipline.
Moreover, much of the research on this topic indicates that organizational characteristics, such as size,
goals and resources, public versus private sector,
global marketplace and corporate climate, may influence the assessment methodology selected. In addition, special challenges that organizations address
may require special tools for conducting a training
needs assessment (Hannum & Hansen, 1989).
One traditional assessment method asks employees to list or rank desired training courses. Such
assessments have been used to quickly assess the
training needs of large organizations and allow many
employees to be included in the assessment. However, while employee morale may increase temporarily, improvement in on-the-job performance has been
limited. One likely reason is that this approach is not
performance-based and employees often identify
training wants versus training needs.
McGehee and Thayer’s (1961) three-tiered
approach to conducting needs assessments serves as
a fundamental framework. This approach identifies
three levels of assessment: organization, operations

and individual. Operations analysis is
now more commonly known as
task or work analysis (Holton, et
al., 2000, p. 250).
Organizational
Analysis
Organizational
analysis “examines
where training is
needed . . . and under
what conditions the
training will be conducted. It
identifies the knowledge, skills
and abilities that employees will
need for the future, as the
organization and their job
evolve or change” (Brown,
2002, p. 572). Through an organizational analysis, data are
collected by looking at factors
such as absenteeism, safety incidents, lost workdays, turnover
rates, grievances, customer complaints or other performance problems. These data are then evaluated to
identify where training could improve
performance. The organizational analysis phase
should also plan for changes in the workplace, such
as future skill needs, worker demographics, and laws
and regulations (Brown, 2002, p. 572).
•Future skills. Understanding how an organization may be changing can reveal future skill needs.
For example, will new equipment be installed or
new processes implemented? Will standards or regulations change? Is technology changing? Will
employees be required to work with other employees or in teams that will require communication and
interpersonal skills? Will cultural changes be taking
place in the organization?
•Labor pool. The labor pool is changing as more
workers age and as women or other minorities
become more prominent. Economic changes and
operating cost adjustments also may require workplace changes, as may competing on a global level.

Abstract: Developing a
training program requires
knowing what training is
needed. A training needs
assessment answers the
question of why training
is needed and provides
some certainty that the
resources required to
develop and conduct
training will deliver the
desired performancebased results. This article
describes how a training
needs assessment is conducted and examines
models that can be
followed.

www.asse.org MARCH 2010 PROFESSIONAL SAFETY

29

Understanding these potential changes will help an
organization begin to accommodate employees’
needs while still meeting the organization’s needs.
•Laws and regulations. Changes in current safety and environmental regulations as well as new
laws may dictate that an organization provide training in specific areas. For example, employees working with hazardous materials may be required to
receive annual refresher training. Under the Family
Medical Leave Act or Americans with Disabilities
Act, information may need to be transferred to
employees. If policies on workplace violence or sexual harassment change, this information must be
Operations/task communicated to employees.
analysis looks at the
knowledge and
skills requirements
of each specific job
and compares these
requirements to
employees’ actual
knowledge and
skills. Any gaps
reveal a training
need.

Operations/Task Analysis
Operations/task analysis looks at the knowledge
and skills requirements of each specific job and compares these requirements to employees’ actual knowledge and skills. Any gaps reveal a training need.
Sources for collecting data include job descriptions, standard operating procedures, job safety
analysis/job hazard analysis, performance standards, review of literature and best practices, and
on-site observation and questioning (Miller &
Osinski, 1996, p. 3-4).
An effective task analysis identifies “tasks that
have to be performed; conditions under which tasks
are to be performed; how often and when tasks are
performed; quantity and quality of performance
required; skills and knowledge required to perform
tasks; and where and how these skills are best
acquired” (Brown, 2002, p. 573).

4) Gain senior management support for and commitment to the process.
5) Review and select assessment methods and
instruments.
6) Determine critical time frames.
7) Schedule and implement.
8) Gather feedback.
9) Analyze feedback.
10) Draw conclusions.
11) Present findings and recommendations.
Barbazette (2006) suggests that training needs
assessment should answer questions such as why,
who, how, what and when.
•Why. Asking why helps tie the performance
deficiency to a business need and asks whether the
benefit of the training is greater than the cost of the
current deficiency.
•Who. Asking who is involved in the performance deficiency will identify those affected and
ensure that the program is customized for them.
Other important considerations include the target
audience for the training; what is known about them
to design and customize the training; and who else
may benefit from the training.
•How. Asking how the performance deficiency
can be corrected will help determine whether training will fix the problem. Doing so reveals whether a
skill or knowledge deficiency led to the problem.
•What. Asking what is the best way to perform a
specific job task will help achieve the desired results.
Standard operating procedures may outline how to
conduct a task or which government regulations
need to be considered when completing a task. It
is also important to ask what occupations are
involved in the deficiency. Doing so identifies critical
tasks that have the potential to produce personal or
property damage. This process also may involve
reviewing incident data and records, and interviewing employees to gain insight.
•When. Asking when training can best be delivered helps minimize the impact on the business.
Also, it is important to ask what else is needed to
ensure that the training is delivered successfully.
These models help guide development of a training needs assessment. One conclusion from the literature research is that no single model can work in
every situation. Instead, the literature available can
more purposely serve as a set of guidelines, principles or tools (Holton, et al., 2000, p. 251).

Individual Analysis
Individual analysis looks at individual employees
and how they are performing in their jobs.
Employees can be interviewed, questioned or tested
to determine their individual level of skill or knowledge. Data also can be collected from their performance reviews. In addition, performance problems can
be identified by examining factors such as productivity, absenteeism, tardiness, accidents, grievances, customer complaints, product quality and equipment
repairs needed (Miller & Osinski, 1996, p. 4). When
deficiencies are identified, training can be initiated to
meet an individual employee’s needs.
All three levels of the needs analysis are interrelated and data must be collected at all levels. Based
on the information gathered, training needs can be
identified, learning objectives can be established, and
a training program can be developed to meet the Components of an
organization’s needs as well as the employee’s needs. Effective Training Program
To determine what type of model to follow when
selecting a training needs analysis technique, Brown
Models for Training Needs Assessments
McClelland (1993) discusses an open-systems (2002) suggests asking the following questions:
1) What is the nature of the problem being
model for conducting training needs assessments.
This model involves an 11-step approach to con- addressed by instruction?
2) How have training needs been identified in the
ducting a training needs assessment.
past and with what results?
1) Define assessment goals.
3) What is the budget for the analysis?
2) Determine assessment group.
4) How is training needs analysis perceived in the
3) Determine availability of qualified resources to
organization?
conduct and oversee the project.

30


5) Who is available to help conduct the analysis?
6) What is the time frame for completing the
assessment exercise?
7) What will be the measure of a successful training needs analysis report?
The amount of time spent conducting a training

needs assessment will vary depending on organizational needs, resources, time available and management commitment. However, the basic steps in this
process are as follows:
1) Determine the purpose for the needs assessment. What questions need to be answered? Most

Figure 1
Figure 1
Example of a Training Needs Assessment

This five-question
model is one of
several that can be
used to conduct a
training needs
assessment.


31

which they will do it; and establish criteria
by which successful performance will be
judged (Molenda, Pershing & Reigeluth,
1996). Training objectives must be aligned
with an organization’s business goals and
mission. ANSI/ASSE Z490.1 (2001), Criteria for Accepted Practices in Safety,
Health and Environmental Training, provides guidance on writing clear, achievable and measurable objectives.
c) Create content and instructional
design. Determine the most effective
delivery method for the particular situation. Classroom training may be effective
for one situation, but not so effective for
another. In some cases, a combination of
classroom and on-the-job training may be
most effective. Other delivery options
include video, web-based or computer
based-training.
Another consideration is who will
deliver the training, internal or external
sources The benefits of in-house training
may include lower cost, more flexibile
scheduling and greater hands-on knowledge of the task at hand. The benefits of an
Note. Adapted from How to Identify Your Organization’s Training Needs (pp. 84-85), by
outside consultant may include more interJ.H. McConnell, 2003, New York: American Management Association.
est and credibility related to the topic.
The material created to support the
A training depart- commonly, needs assessments provide data for budg- training program is also critical. The content needs
ment can use an eting or scheduling (DiLauro, 1979, p. 352). However, to be aligned with the objectives. Activities should
annual review ques- consider other needs as well, such as identifying indi- enable trainees to apply the principles learned in the
tionnaire as a first vidual skill or knowledge needs, organizational classroom. Understanding the audience is essential
step in conducting development needs, financial planning, staffing con- as well. Adult learners learn differently than others
and understanding the challenges and assets that go
a training needs cerns and performance improvement needs.
assessment. It asks
2) Gather data. A wealth of knowledge can be along with instructing adults will make the training
department man- gathered using tools such as observations, question- more effective.
d) Transfer knowledge from classroom to workagers several key naires, interviews, performance appraisals, focus
questions about groups, advisory groups, tests and document re- place. Implementing effective training requires that
training needs. views. The best approach may be a combination of the learner be enabled to apply the knowledge
methods such as focus groups followed by observa- learned in the classroom in the workplace. Barriers
to this training transfer include lack of reinforcement
tion that may reinforce the findings.
3) Analyze the data. This involves identifying on the job, interference from the environment or a
any discrepancies or gaps between the skills and nonsupportive organizational culture (Broad &
knowledge possessed by employees and those skills Newstrom, 1992). Coaching, behavior observation,
and accountability for managers, supervisors and
and knowledge required or desired for the job.
4) Determine what needs can be met by training. employees are ways to improve training transfer.
e) Evaluate training effectiveness. This process can
This step involves identifying performance problems
that can be corrected by increasing employees’ skill or range from having trainees complete course rating
knowledge. Problems related to issues such as moti- forms and taking posttraining tests to more complex
vation, morale, resources, system design or learning and aggressive evaluation methods such as using
leading and trailing indicators (e.g., accident data
disabilities should not be fixed with training.
5) Propose solutions. If the solution is related to a records) to measure performance improvement.
training deficiency, then a formal or informal train- When evaluating training, one must differentiate
ing program may be needed. While not the focus of between programs that teach skills and those that conthis article, delivering an effective training program vey information (Charney & Conway, 2005, p. 19).
Delivering information about policy changes involves
encompasses several key steps.
a) Conduct a cost-benefit analysis or business conveying information. Enabling someone to perform
case to determine the financial benefit from conduct- a job more safely or efficiently or that enables an individual to produce a higher-quality product that iming the training class.
b) Establish clear objectives. Objectives describe proves customer satisfaction is teaching a skill.
f) Implement recommendations from the evaluawhat learners will do; state the conditions under

Figure 2
Figure 2

Annual Review Questionnaire

32


tions. These improvements may range from changing training materials, adjusting the time allotted to
content and changing locations to actual improvement in instructor performance, content and evaluation tools. However, if the assessment process stops
once program effectiveness is evaluated and the recommended improvements are not made, then continuous improvement is not achieved.

organization’s bottom line. These negative perceptions are often the result of the failure to illustrate the
cost-benefit of training. This requires asking and
answering a key question: What is the difference
between the cost of no training versus the cost of
training? (Michalak & Yager, 1979, p. 20). Illustrating
the cost savings provides a clear indicator (and
needed support) to continue with training. Ⅲ

Example of a Training Needs Assessment
References
ANSI/ASSE. (2001). Criteria for accepted practices in safety,
Figure 1 (p. 31) presents a simplified example of a
training needs assessment for a small-sized organi- health and environmental training (ANSI/ASSE Z490.1-2001). Des
Plaines, IL: Author.
zation (fewer than 100 employees) using BarBarbazette, J. (2006). Training needs assessment: Methods, tolls
bazette’s (2006) five-question approach.
and techniques. San Francisco: Pfeiffer.
Blair, E. & Seo, D. (2007, Oct.). Safety training: Making the
The scenario is as follows: Maintenance employees in a manufacturing plant must enter outdoor connection to high performance. Professional Safety, 52(10), 42-48.
Broad, M.L. & Newstrom, J.W. (1992). Transfer of training.
manholes (confined spaces) each quarter to check Reading, MA: Perseus Books.
the water levels in these spaces. If water buildup
Brown, J. (2002, Winter). Training needs assessment: A must
becomes a concern, then the water must be pumped for developing an effective training program. Public Personnel
out of these spaces. The spaces are considered per- Management, 31(4), 569-578.
Charney, C. & Conway, K. (2005). The
mit-required confined spaces (PRCS), so staff must York: American Management Association. trainer’s tool kit. New
follow the company’s PRCS entry program.
Cohen, A. & Colligan, J. (1998). Assessing occupational safety
To further simplify this process, McConnell (2003) and health training: A literature review (NIOSH Publication No. 98created an annual review questionnaire (Figure 2) 145). Washington, DC: U.S. Department of Health and Human
that a training department can use as a first step in Services, CDC, NIOSH.
Diether, J. & Loos, G. (2000). Advancing safety and health
conducting a training needs assessment. It enables training. Occupational Health and Safety, 69, 28-34.
the training department to ask department managers
DiLauro, T. (1979, Nov./Dec.). Training needs assessment:
Current practices and new directions. Public Personnel Manageseveral key questions.
Conclusion
A training needs assessment is used to identify an
organization’s training needs and determine the type
and scope of resources needed to support a training
program. The needs assessment is the first step in
establishing an effective training program. It serves
as the foundation for determining learning objectives, designing training programs and evaluating
the training delivered. It also provides managers and
trainers an opportunity to get out into the organization and talk to people. Information is collected, ideas
are generated and energy is created within the organization. This excitement can help energize any training that may result (Warshauer, 1988, p. 15).
Well-orchestrated training needs assessments can
provide many benefits (Warshauer, 1988). These
include:
1) increasing the commitment of management
and potential participants to ongoing training and
development;
2) increasing the visibility of the training function;
3) clarifying crucial organizational issues;
4) providing for the best use of limited resources;
5) providing program and design ideas;
6) formulating strategies for how to proceed with
training efforts (p. 16).
Other benefits include the obvious need to provide employees with the skills and knowledge to
perform their jobs; helping an organization meet its
performance objectives; and improving relationships
and employee morale (McConnell, 2003, p. 44-45).
Training is often viewed as a nuisance and as a
costly endeavor rather than as a tool to boost the

A needs assessment
is the first step in
establishing an
effective training
program. It serves as
the foundation for
determining learning objectives,
designing training
programs and evaluating the training
delivered.

ment, 8(6), 350-359.
Gupta, K. (1999). A practical guide to needs assessment. San
Francisco: Pfeiffer.
Hannum, W. & Hansen, C. (1989). Instructional systems development in large organizations. Englewood Cliffs, NJ. Educational
Technologies Publications.
Holton, E., Bates, R. & Naquin, S. (2000, Summer). Largescale performance-driven training needs assessment: A case study.
Public Personnel Management, 29(2), 249-267.
Machles, D. (2002, Feb.). Training transfer strategies for the
safety professional. Professional Safety, 47(2), 32-34.
McArdle, G. (1998). Conducting a needs analysis. Menlo Park,
CA: CrispLearning.
McClelland, S. (1993). Training needs assessment: An “opensystems” application. Journal of European Industrial Training, 17(1),
12-17.
McConnell, J. (2003). How to identify your organization’s training
needs. New York: American Management Association.
McGehee, W. & Thayer, P. (1961). Training in business and
industry. New York: Wiley.
Michalak, D. & Yager, E. (1979). Making the training process
work. New York: Harper and Row.
Miller, J. & Osinski, D. (1996, Feb.). Training needs assessment. Retrieved Jan. 26, 2010, from http://www.ispi.org/pdf/
suggestedReading/Miller_Osinski.pdf.
Molenda, M., Pershing, J.A. & Reigeluth, C.M. (1996).
Designing instructional systems. In R. Craig (Ed.)., The ASTD
training and development handbook. New York: McGraw-Hill.
Moseley, J. & Heaney, M. (1994). Needs assessment across
disciplines. Performance Improvement Quarterly, 7, 60-79.
Robotham, G. (2001, May). Safety training that works.
Professional Safety, 46(5), 33-37.
Rogers, M. (1991). Health and safety training. Accident
Prevention, 38,(20).
Rossett, A. (1987). Training needs assessment. Englewood Cliffs,
NJ: Educational Technology Publications.
Sorenson, S. (2002, June). Training for the long run. Engineered
Systems, 32.
Warshauer, S. (1988). Inside training and development: Creating
effective programs. San Diego: University Associates.
Whiles, A. (1999, Sept.). Workplace training: The learning
curve. Occupational Health and Training, 10.


33

International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org Volume 2 Issue 3 ǁ March. 2013ǁ PP.56-62

A Study on Training Need Analysis of Loco pilots
Reetesh Rikku*; Neelima Chakrabarty**
** Principal Scientist, Traffic Engineering & Safety Division, Central Road
Research Institute, Mathura Road, P.O. CRRI
* Psychologist, IDAC-The Training and Assessment Institute, New Delhi, India
ABSTRACT: Effective training or development depends on knowing what is required - for the individual, for
the department and for the organisation as a whole. With limited budgets and the need for cost-effective
solutions, all organisations need to ensure that the resources invested in training are targeted at areas where
training and development is needed and a positive return on the investment is guaranteed. Effective TNA is
particularly vital in today's changing workplace as new technologies and flexible working practices are
becoming widespread, leading to corresponding changes in the skills and abilities needed.
There is an increasing interest in training in the world in general and in INDIA in particular to
improve the performance of human resources to achieve the desired level of effectiveness and to remain
successful. Training Needs Analysis (TNA) is often considered the most important step among the steps in the
training cycle and therefore, should precede any training intervention. However, in spite of needs assessment’s
important role, the literature contains little empirical work on the topic. Thus, this study seeks to understand the
role of existing training needs analysis process of Loco Pilots of Indian Railways, and the factors that affect the
process to identify the needs and the impact of this on improving organizational performance.
To achieve the aim of this study, questionnaires and interviews will be carried out for Loco Pilots.
Moreover, this study hopes to contribute to the knowledge, by raising and improving the understanding of
current methods and practices of training needs analysis in Indian Railways and enrich and fill the gaps in the
literature of training needs analysis.
Majority of Loco Pilot join Railways as Probationary Assistant Loco Pilot through competitive
examinations conducted by Railway Recruitment Boards. Some of the Loco Pilot enters into service as Traffic
Apprentice, which is a supervisory cadre. About 25% of the posts are filled-up by departmental promotions from
Switchmen, Cabinmen and other miscellaneous categories. The prescribed qualification is Graduation for open
market recruits and Matriculation for in-service selections. Directly recruited staffs are required to undergo
118 days training which includes training in Transportation and on-line practical training. But all the trainings
are provided as per pre defined training module but keeping background of the Loco Pilots in view Training
Need Analysis is essential to bridge the skill gap area.

Keywords: Training Need Analysis, TNA, Training, Skill Gap
I.

INTRODUCTION

The General and Subsidiary Rule define Loco pilot as “the person on duty who is for the time being
responsible for the working of the traffic within station limits, includes any person who is for the time being in
independent charge of the working of any signals and responsible for the working of trains under the system of
working in force”. The main objective of the job of Loco Pilot is reception and despatch of trains safely,
maintaining punctuality in accordance with the rules and regulations in vogue. The specific duties of Loco Pilot
vary from station to station depending on the class and size of the stations. In addition to core train passing
duties, Loco Pilots are also required to perform a number of commercial and supervisory functions. Loco Pilot
come in frequent contact with travelling passengers and have key role in projecting the image of the Railways.
In view of the multi-faceted nature of their duties, the Loco Pilots have been allocated various designations, viz.,
Assistant Loco Pilot, Loco Pilot, etc.
The significance and value of training has long been recognized. Given today’s business climate and
the exponential growth in technology with its effect on the economy and society at large, the need for training is
more pronounced than ever (McClelland, 2002).
Therefore, organizations need to consider some important issues as they face the future: continuous
technological change; the increasing removal of trade barriers; the consequent globalization; the volatility of
customer demand within existing markets (Luoma, 2000; Ulrich, 1997). These continuous changes have
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56 | P a g e

A Study on Training Need Analysis of Loco pilots Reetesh Rikku; Neelima Chakrabarty
challenged organizations to learn how to manage their businesses in the context of these continuous
unpredictable changes, to learn how to confront these changes quickly and successfully. It is argued that, in
order for an organization to achieve its objectives and goals, it needs to consider the important role of its people;
it needs a highly competent, skilled and trained workforce.
The need to compete from the inside out has made organisations aim to increase the power of their
people-related processes to build and sustain competitive advantage as the ultimate organisational objective;
thus, outperforming competitors (Luoma, 2000).
Majority of Loco Pilot join Railways as Probationary Assistant Loco Pilot through competitive
examinations conducted by Railway Recruitment Boards. Some of the Loco Pilot enters into service as Traffic
Apprentice, which is a supervisory cadre. About 25% of the posts are filled-up by departmental promotions
from Switchmen, Cabinmen and other miscellaneous categories. The prescribed qualification is Graduation for
open market recruits and Matriculation for in-service selections. Directly recruited staffs are required to undergo
118 days training which includes training in Transportation and on-line practical training. But all the trainings
are provided as per pre defined training module but keeping background of the Loco Pilots in view Training
Need Analysis is essential to bridge the skill gap area.

II.

SCOPE OF PRESENT STUDY

2.1
Training need often appear at the organizational or activity level. Alternatively, an organization that
decides to enhance its level of customer service as part of a corporate strategy knows that a programme of
training and development is essential for its success.
2.2
The techniques selected for the present study were Interview Schedule and Training Need Analysis
questionnaire. These techniques were supplemented by the observations of job holders.

III.

METHODOLOGY

3.1. Sample Size and characteristic: The present study has been done on the basis of the data of Loco
Pilots.
Interview Schedule, Training Need Analysis Questionnaire, and on the job Observation techniques are
utilized to detect skills gap from a real-world driving database of 60 Loco Pilots.
The details related to size of sample, sample category, and rating used in this study is mentioned in Table-1.
Size of sample
Sample category
Tools Used

60
Loco Pilots and Assistant Loco Pilots
Interview Schedule, Training Need Analysis Questionnaire, and
Observation Schedule
(Table: 1)

a.
Tools: Rating: (Name of the Tools and brief about this)
3.2.1.
Interview Schedule: This method was used to explore the subject (interviewee). A questionnaire was
designed by the team of professional psychologists who has undertaken the study for the interviewers. The
previous knowledge of Job description of Loco Pilots was used as hints for collecting information from different
perspectives. As the Interview Schedule method suggests, every statement was followed by other relevant
questions. During the sample survey, the focus was on collecting the information related to their performed
duty. All the responses received from the subjects were qualitative data and analyzed accordingly.
3.2.2.
Observation: Observation of work activities and worker behaviours is a method of training needs
analysis which can be used independently or in combination with other methods of training need analysis. These
methods differ in terms of who does the observing, what is observed, and how it is observed.
This method was used to observe the Loco Pilots behavior which causes the lack of performance. An
observation sheet was designed by the team of professional psychologists who has undertaken the study for the
drivers. The statements of the observation sheet were used as hints for collecting information from different
perspectives.
3.2.3.
Training Need Analysis Questionnaire: This method was used to understand the duties performed
by the subject on actual. A questionnaire was designed by the team of professional psychologists who has
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57 | P a g e

undertaken the study. The previous knowledge of Job description of Loco Pilots was used as hints for designing
the questionnaire from different perspectives. As the questionnaire method suggests, every questions were
relevant to the job description of the Loco Pilots. During the process, the focus was on collecting the
information related to their performed duty.

IV.

RESULTS

4.1

Analysis of the survey:
The sequence of activities discussed by Loco Pilot and Assistant Loco Pilot has been shown in Table.
The table shows generic activities, which help in arriving at Knowledge, Skills, Abilities and Personality traits
involved in the job of Loco Pilots. The activities were analysed for underlying KSAOs by the professional
psychologists.
4.1.1.

Training Need Analysis Questionnaire
A training need is a shortage of skills or abilities, which could be reduced or eliminated by means of
training and development. Training needs hinder employees in the fulfillment of their job responsibilities or
prevent an organization from achieving its objectives. They may be caused by a lack of skills, knowledge or
understanding, or arise from a change in the workplace.
The ratings of various attributes are given in the below Table.
Sl. No.
Attribute
Whether Critical for Job
1.
Computer
*
2.
Selective Attention
**
3.
Time Sharing
**
4.
Reaction Time
**
5.
Arm-Hand Steadiness
**
6.
Stamina
**
7.
Stress Management
**
8.
Memory
**
9.
Concentration
**
10.
Technical Knowledge
*
11.
Communication
*
12.
Coordination
*
13.
Self Esteem
**
* Critical ** highly critical
(Table-2)
4.1.2.

INTERVIEWS
The interview method includes asking questions to both incumbents and supervisors in either an
individual or a group setting. There are two types of interview: unstructured interview and structured interview.
Unstructured interview is method with no prepared questions. Structured interview include normally a jobholder’s sequence of activities in performance and an inventory or questionnaire may be used.
The main duties of Loco Pilot are derived on the basis of interviews are given in Table.
Sl. No. Functions
Underlying Attributes
1
Reporting for duty before 30 minutes.
Punctuality
2
Read,
comprehend
&
memorize Written comprehension, Memory, Knowledge of
information given in the lobby on various English, Hindi or Vernacular language
registers, notice boards, and/or Crew
Management System (CMS).
3
Obtain train number, key and VHF from Oral expression
on duty supervisor.*
4
Set watch with the Guard and exchange Oral expression, Cooperation
the documents.*
5
Visually inspect train entering the Observation,
Mechanical
Comprehension,
platform from motorman-end.
Technical Knowledge
6
Read entries in the log book and defect Written comprehension
registers in the cab.
7
Note down the reading of the various Written expression
displays and meters.
8
Record requisite information in logbook, Written expression
Speedometer, etc. and prepares a rough
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9
10
11
12
13

14
15
16
17

18
19
20
21
22
23
24
25
26

journal of halts and speed restrictions.
Check safety items.
Change Head code/Destination Board.
Charge the train and check equipment
and various controls in the cab.
Check functioning of communication
instruments with the Guard.
Respond to auditory and visual signals.

Start the train by manipulating proper
control.
Conduct mandatory brake test during
run.
Blow the horn to warn the workmen and
trespassers as and when required.
Monitor signals and track.

Operate vigilance control device
Negotiate neutral section.
Clear obstructions on the track in case of
run-over.
Troubleshoot malfunctions.
Inform Control and other supervisors
about unusual occurrences.
Put off the switches and controls and
secure the rake.
Attend emergencies like ACP, motor
failure, etc.
Handover the key and VHF set to on
duty supervisors.*
Record entries in defect register/log
book.

Technical Knowledge, Memory
Manual dexterity
Technical Knowledge, Time sharing, Control
Precision
Oral expression, Control Precision
Time sharing, Far vision, Colour Discrimination,
Depth perception, Glare sensitivity, Auditory
attention
Control Precision, Technical knowledge
Safety Conscious, Control precision
Observation, Alertness, Control precision, Sense
of responsibility, Static strength
Vigilance, Perceptual speed, Time sharing,
Reaction time, Far vision, Colour Discrimination,
Depth perception, Glare sensitivity, Auditory
attention
Alertness, Static strength
Technical skills, Reaction time, Manual dexterity
Static strength, Emotional stability
Problem sensitivity, Deductive reasoning,
Technical knowledge
Oral expression, Sense of responsibility
Control precision, Sense of responsibility, Safety
consciousness
Perseverance, Time sharing, Knowledge of rules,
Stress tolerance
Sense of responsibility
Written expression

(Table-3)
Observation Schedule
The observation method includes observing the subject while asking questions and while foot plating
(On the Job). This method was used to observe the Loco Pilots Skills which cause the performance on the job.
An observation sheet was designed by the team of professional psychologists who has undertaken the study for
the Loco Pilots.
The performed duties by Loco Pilot are derived on the basis of observation are given in Table.
KSAO’s derived from Analysis of Observed activities
Serial No. Knowledge
Skill
Ability
Others
1
Language
Written
Memory
Punctuality,
Expression
Compliance
2
Technical
Written
Observation, Far Compliance
knowledge
comprehension
vision
3
Knowledge of Mechanical
Stamina
Meticulous
Rules
comprehension
4
-Mechanical Skills
Time sharing
Perseverance
5
-Driving skill
Auditory
Safety conscious
discrimination,
Response
orientation
6
-Oral expression
Memory,
Cooperation
4.1.3.

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7

--

Communication

8

--

--

9

--

--

10
11

---

---

Alertness,
Vigilance,
Far
vision, Problem
sensitivity, Time
sharing
Observation,
Depth perception
Auditory
discrimination,
Response
orientation
Vigilance,
Control precision
Static strength
Control precision

Sense
responsibility
Alertness

of

Emotionally stable
Perseverance
Conscientious

(Table-4)

V.

INTEGRATION OF RESULTS

5.1. The results obtained through different techniques of training need analysis have already been
discussed in respective sections. The job profiles that emerged from the different techniques are summarised in
following table for an overall view of the training requirements of Loco Pilots.
Summary of Critical Attributes derived through various methods of Training Need Analysis
Methods
Attributes
Sensory/Perce PsychoCognitive
Learning/Knowledge/ Personality/Motivation
ptual
motor/
Communication
Physical
Skill
Observation
Far Vision
MultiDeductive
Knowledge of Rules, Cooperating,
limb
Reasoning,
Oral
Conscientious,
coordina Time Sharing, Comprehension,
Punctual, Careful
tion,
Observation,
Oral
Expression,
Stamina Attention,
Written
Memory
Comprehension,
Written Expression,
Mechanical
Comprehension
Interview

Auditory
Discriminatio
n

Training
-Need Analysis
Questionnaire

Multilimb
Coordin
ation,
Stamina

Deductive
Oral
Expression,
Reasoning,
Knowledge of Rules,
Time Sharing, Written Expression,
Memory,
Attention,
Observation

Careful, Compliance,
Cooperating,
Communication Skill,
Conscientious

ArmHand
Steadine
ss,
Stamina

Memory,
Time Sharing,
Selective
Attention,
Reaction
Time,
Concentration

Stress Management,
Communication,
Coordination,
Self
Esteem

Computer,
Safety
Consciousness,
Technical
Knowledge

(Table-5)
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5.1.1. It is not possible to assign any quantitative weightage to any of the attributes to determine their
importance while indicating the findings that are significance for the job.
A)
Sensory Perceptual
1. Hearing Sensitivity
2. Vision
B)
Psychomotor/Physical Skill
3. Multi-limb Coordination
4. Stamina
5. Arm-Hand Steadiness
C)
6.
7.
8.
9.
10.
11.
12.
13.

Cognitive
Selective Attention
Deductive Reasoning/Intelligence
Information Ordering
Memory
Observation
Time Sharing
Reaction Time
Concentration

D)
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.

Learning/Knowledge/Communication
Knowledge of Rules
Mechanical Comprehension
Oral Comprehension
Oral Expression
Written Comprehension
Written Expression
Computer
Safety
Consciousness
Technical Knowledge

E)
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.

Personality/Motivation
Cooperating
Conscientious
Punctuality
Careful
Compliance
Communication Skill
Stress Management
Communication
Coordination
Self Esteem

VI.

RECOMMENDATION

Training is still a major focus in needs assessment literature, but there is a move toward analysis of
performance and all the possible variables for improvement. This change requires a change in assessment and
analysis methods. Most needs assessment and analysis methods do not analyze organizational culture or
environmental factors that may lead to solutions other than training. The focus is primarily on the individual
performer and the tasks performed. More needs assessment and analysis methods are needed that include
assessment and analysis of the organization and environment as factors for performance improvement. Existing
needs assessment and analysis methods may also be revised to include a more comprehensive view of
performance and the factors that influence performance. Since practitioners show a preference for particular
needs assessment and analysis methods, they would benefit from continuous study and application of multiple
needs assessment and analysis methods. There was no one needs assessment or analysis method identified in the
literature review that was recommended for all performance improvement problems, so practitioners will need
multiple methods to choose from in order to apply each one to the appropriate situation under investigation. The
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training need analysis of Loco Pilot of Indian Railways was made using three techniques which are considered
one of the most representative techniques of training need analysis. The main objective of the study was to
identify abilities, skills and personality traits that are crucial for the job of Loco Pilots. The most critical
attributes identified in this study are alphabetically listed below –
Attention
Carefulness
Compliance
Conscientious
Cooperation
Coordination
Memory
Multi-limb Coordination
Observation
Punctuality
Selective Attention
Sense of Responsibility
Stamina
Self Esteem
Stress Management
Time Sharing
Vision
The above attributes are critical to bridge the gap for job success of Loco Pilots/Assistant Loco Pilots.
Hence the periodical training is required from the above mentioned critical attributes for the better performance
of the Loco Pilots Job.

REFERENCES
[1].
[2].
[3].
[4].
[5].
[6].
[7].
[8].
[9].
[10].

Anderson, J.E. (2000). Training needs assessment, evaluation, success, and organizational strategy and effectiveness: An
exploration of the relationships. (Doctoral dissertation, Utah State University. Logan, UT).
Clarke N. (2003), The politics of training needs analysis, Journal of Workplace Learning, Vol. 15, No. 4. pp 141-153.
McClelland S.D. (2002) A Training Needs Assessment for the United Way of Dunn County Wisconsin. (Master dissertation,
University of Wisconsin-Stout, Menomonie, WI, USA)
Bowman, J. And Wilson, J. (2008), Different roles, different perspectives: perceptions about the purpose of training needs
analysis, Industrial and Commercial Training, Vol. 40, No. 1, pp.38 - 41
Castle, D. K. (2005). Physician, heal thyself: A case study demonstrating outcomes from
using performance analysis. Performance Improvement, 44(9), 14-26.
Cline, E. B., & Seibert, P. (1993). Help for first-time needs assessors. Training &
Development, 47(5), 99-101.
Fulop, M. P., Loop-Bartick, K., & Rossett, A. (1997). Using the world wide web to
conduct a needs assessment. Performance Improvement 36(6),22-27.

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